Appropriating Hans-Georg Gadamer’s Hermeneutical Concept towards Reformulating Christian Theological Education Curriculum via Vernaculars in Africa

Examples from Hausa-Positive-Contexts

Abstract

This study appropriates Hans-Georg Gadamer’s concept of language and hermeneutics toward reformulating the curriculum of Christian theological education in vernacular contexts of Africa, using Hausa-Positive Contexts as an example. Three research questions guide the study. First: How can Gadamer’s hermeneutical concept be appropriated via translation and communication in support of reformulating the curriculum of Christian theological education via vernaculars in Africa? Second: What emerging questions need to be addressed in appropriating Gadamer’s hermeneutical concept in reformulating the curriculum of Christian theological education via vernaculars in Africa? Third: What strategies need to be engaged consequent to appropriating Gadamer’s hermeneutical concept towards reformulating the curriculum of Christian theological education via vernaculars in Africa? The study concludes that those going through formal theological education in many vernacular contexts of Africa have a more effective hermeneutical experience when an appropriate vernacular is engaged as a pedagogical facility for curriculum delivery.